Foreign Language Anxiety

My blog seems to have come full circle this week. In my first post, I mentioned how people might feel some anxiety when using technology. Now, in this week's topic,the focus is specifically on the anxiety felt through learning and utilising a foreign language.

Learning a language is a difficult task, for many combining both academic and social fears. It is fundamentally a social task. Whereas people may study math or science to better understand their area or expertise or to fulfill their duties, unless you are studying ancient texts, poetry or something, usually the goal of language students is to communicate with others.It can be a daunting task for many as Horwitz et al (1986: 128) note 'Probably no other field of study implicates selfconcept and self-expression to the degree that language study does.'

How does Anxiety affect Language Learning?

 Anxiety can be a major stumbling block for learning. As von Worde (2003: 1) points out 'student's who are anxious may learn less and also may not be able to demonstrate what they have learned. Therefore, they may experience even more failure, which in turn escalates their anxiety.' It is easy to see how a negative experience can cause you to become more anxious the next time and thus further subject you to further negativity. It is a common cliche in football terms to 'get a good early touch on the ball' to give you confidence and allay some of the fears and doubts you had before the game.

Doubts can creep in, in both football and 

language learning | Credit: The Mirror

 Perhaps in language terms, it may be likened to an ability to make small talk. I always like to start my classes off with basic questions so that the students feel at ease speaking English. Hello. How are you? How's the weather? etc. Horwitz et al (1986:126) noted that the 'more anxious student tends to avoid attempting difficult or personal messages in the target language'. I too have often felt this way when struggling to make a sentence, it is often easier to just 'go with what you know' rather than challenging yourself and trying to make complicated sentences. Others may avoid questions, or even avoid showing up to classes.

Another frustrating element of language learning can be the inability to truly express oneself or complex issues or thoughts. As an adult, it can be often difficult to express the nuances of your feelings in another language, especially when talking to other adults, as perhaps, not only do you want your opinions to be heard, you want them to be respected. I have often found it easier to talk to children in Korean as their more basic use of language suits my limited vocabulary "I'm sad.' as opposed to 'I'm melancholy'. 'Do you like computer games?' instead of 'What are your thoughts on Global Warming?'  I again agree with Horwitz et al (1986: 128) in their opinion that 'adult language learners' self-perceptions of genuineness in presenting themselves to others may be threatened by the limited range of meaning and affect that can be deliberately communicated.'

How to deal with Foreign Language Anxiety

Anxiety is a difficult condition to overcome. One can not simply over-ride their emotions, flip a switch and become calm again. Stella Hurd (2007: 498) in her study of Foreign Language Anxiety, asked her students for their strategies in dealing with FLA. Table 9 below shows their responses

Strategies used to cope with anxiety Hurd (2007:498)

Living abroad, I have many friends who have invested interest in learning a second language, be it English, Korean or another. I created a poll with these methods and via FaceBook, asked my friends to select which strategies they would use to combat FLA. I was curious to see if the results would correlate to Hurd's findings.

Poll Results as of December 2nd 2015

As you can see, the results were pretty similar, with risk-taking the clear majority in both. However, it was noted on our Moodle that while risk-taking may be the best way to improve your language skills, it doesn't really show a means of coping with FLA, other than to try and change your mindset.

In both polls, pretty unsurprisingly, positive self-talk came next. The general consensus seeming to be that people tend to view anxiety as a personal issue, with Hurd's (2007:499) students remarking that

'I think the materials/tutorials are fine - it's me!'

'Not a problem with the course - it's the rest of my life!' 

With such an emphasis on themselves (me, my life), it probably shouldn't have surprised me to see 'Let my tutor know I am anxious' so far down the list, but I actually thought it would have placed higher. In fact, what I assumed was wrong as it slid even further down the list in my friends' opinions.

However, Foreign Language Anxiety is not just an issue for the individual to deal with by themselves. One of the foremost things a teacher can do to ease the anxiety of students is to create a positive atmosphere within the class, that the students can feel at ease speaking. It may also help to ease students into their work, giving them time to formulate an answer to questions before 'putting them on the spot' and always be encouraging. Practicing meditation or other stress-relieving activities may also be incorporated into the lessons. 

Conclusion

As someone who suffers from Foreign Language Anxiety, I must admit, I was unaware that the condition, to such specifications, even existed. I studied French in secondary school and was quite a good student, but I failed the oral exam miserably, due to being too nervous to speak. I'm also quite competent at Korean, but also often find myself befuddled when forced to speak it, usually in unnatural settings and terms such as 'Oh you speak Korean? Say something in Korean?' Again creating an atmosphere that I am being judged by these people and not being given a natural flow of conversation.

One thing I learned quickly was that all native speakers are not like teachers. Many will refuse to speak at your level, issuing a tirade of words you can't begin to understand. Others dismissing you and harshly criticising you for your attempts 'Oh, you're Korean isn't very good. You're friend is much better.' As such, they can be quite intimidating.

Knowing what I know now about Foreign Language Anxiety, I really wish I had been taught about it in school and helped to overcome my obstacles. It is the role of the teacher to ensure a safe learning environment for the students and I think discussing and demonstrating techniques for coping with FLA could have a very positive effect on the language classroom. I myself will try to be more aware of FLA in my classroom and take from Horwitz et al (1986: 131) that

'teachers should always consider the possibility that anxiety is responsible for the student behaviors discussed here before attributing poor student performance solely to lack of ability, inadequate background, or poor motivation.'

Bibliography:

1. Horwitz, K. et al (1986) Foreign Language Classroom Anxiety. The Modern Language Journal, 10, 2 (Summer 1986), pp.125-132
2. Hurd, S. (2007) Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence. System, 35, pp. 487 -508
3. von Worde, R. (2003) Students' perspective on foreign language anxiety. Inquiry, 8, 1.